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INDONESIA
International Journal of Education
Published by Universitas Pendidikan Indonesia
ISSN : 19781342     EISSN : 24424730     DOI : -
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences
Welcome to the International Journal of Education (IJE) website. IJE (eISSN: 2442-4730 and pISSN: 1978-1342) is the first open access and double-blind peer-reviewed international journal managed by Universitas Pendidikan Indonesia, which exclusively focuses on education. This first international journal is a part of the University’s strong commitment to education, which is expected to be the medium for the exchange of ideas, knowledge, information, and technology among experts and practitioners of education. International Journal of Education aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education.
Arjuna Subject : -
Articles 219 Documents
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EFL Learners’ Language Learning Strategies: Field Specialization and Gender Melvina, Melvina; Lengkanawati, Nenden Sri; Wirza, Yanty
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.20972

Abstract

Learning strategies are considered capable of greatly helping learners improve their proficiency in English and assist them to be more independent. The purpose of the study is to investigate language learning strategies used by secondary school students in Indonesia related to their field of specialization and gender. One hundred and eighty-six eleventh grade students from one of senior high schools in Pekanbaru, Indonesia participated in the survey. This was conducted using the Strategy Inventory for Language Learning (SILL) adopted from (Oxford, 1990) and the Strategy Questionnaire (SQ) adopted from Embi (2000). The collected data were analyzed using descriptive statistics and an independent sample t-test. The findings show that the most frequently used strategy is metacognitive and affective, followed by cognitive and compensation strategies. The least frequently used strategies are social and memory strategies. Besides, it was also found that there were significant differences in the use of strategies between natural and social science students, and there were no significant differences between the two groups of students based on their gender. The study implies that students are aware of language learning strategies, however students still need to be trained to be a successful language learner.
Facebook Messenger as an Educational Platform to Scaffold Deaf Students’ Conceptual Understanding in Environmental Science Subject: A Single Group Quasi-Experimental Study Dela Fuente, Jayson A
International Journal of Education Vol 14, No 1 (2021): February 2021
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.31386

Abstract

The advent of technology proliferates the evolution of social media that creates a massive breakthrough in different aspects of life, especially in education. Teachers play a crucial role as they adapt to the new era of an educational system where students with special needs are mainstreamed in the regular learning environment. Student’s success in learning is attributed to teachers' effective techniques, methods, and approaches to deliver quality and meaningful learning to diverse students regardless of religion, ethnic groups, race, culture, and disabilities. This context inspired the author to investigate the effectiveness of Facebook Messenger as an educational platform in teaching to scaffold deaf students’ conceptual understanding in environmental science subject through a quasi-experiment to a single group composed of four (N=4) deaf college students in one selected State College of the Higher Education Institutions (HEIs) in Northern Negros Philippines. The findings revealed that deaf students had a very low conceptual understanding of the subject in the pre-test, however, manifested very high after the intervention (post-test). Moreover, results show that there was no significant difference in the level of the participants’ conceptual understanding between and among gender groups, however, the difference was significant in the pre-test and post-test gained scores. Furthermore, Facebook Messenger has been proven effective and thereby recommended to maximize its potential as an educational tool in teaching to scaffold deaf students’ conceptual understanding of science fields and other disciplines.
Professional Teaching and Learning Effectiveness: A Case of English Language Teaching in Indonesia Bachtiar, Bachtiar
International Journal of Education Vol 14, No 1 (2021): February 2021
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.25533

Abstract

This study aims to find out the effectiveness of teacher professional learning (PL) as an effort to increase English language teaching quality in South Sulawesi, Indonesia. It used descriptive qualitative and quantitative case study approach to find about the continuous learning and development activities. Data were derived from questionnaire, observation, and semi-structured interviews. The results revealed that in-service training program is considered effective for sharing knowledge, skills and information among English language teachers. The findings also revealed that Information and Communication Technology (ICT) should be learned in-depth during professional learning activities. In addition, the respondents perceived Subject Teacher’s Meeting or teacher study groups as an effective collaborative model of professional learning activities. This study suggests that the need to involve English language teachers in a training at least once a year as an effort to help them gain new insight and experience in the acquisition of new knowledge and skills and to experience in solving problems both at school and outside school.
How School Culture Reacts to Change in the Context of Primary Education in Greece Chalkiadaki, Areti; Tomás-Folch, Marina
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.25223

Abstract

The purpose of this paper is to study the predisposition of school culture to the introduction of change in teaching practices, as this is dictated by the conditions of the 21st century. The conceptual areas discussed include the introduction and implementation of change and innovation in education, 21st century skills and school culture. Since the research primary data was collected in the Greek educational system, the characteristics of the specific context are also analysed. The research methodology develops on a pragmatic basis, combining quantitative and qualitative research methods, namely semi-structured interviews, a survey, and document analysis, within a sequential three-stage design. The development of the research tools and the data analysis is conducted with reference to an originally designed model of four school culture types. The results point to an actual school culture that combines both change negative and change positive characteristics. Specific aspects are evaluated as more change negative school culture characteristics, such as the families’ role and the approach to the development of the personal, social and civic skills, while others as more change positive ones, such as school management. 
The Use of First Language (L1) in EFL Classrooms: Teachers’ Practices and Perspectives Sundari, Hanna; Febriyanti, Rina Husnaini
International Journal of Education Vol 14, No 1 (2021): February 2021
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.26375

Abstract

Teaching English in the context of foreign language needs vigorous efforts and strong commitment, especially for non-native English-speaking teachers to maintain professionalism and to achieve the success of learning language. Generally, it is believed that a teacher should be a language model for the learners by providing a great deal of input in the target language and applying the L2 only policy. However, some teachers finally decide to use their first language (L1) or mix it with the target language (L2) while teaching. This qualitative study investigated the frequencies, functions, and teachers’ perceptions of their L1 use in EFL classes. Twenty English teachers from lower secondary schools in Jakarta, Indonesia were asked to participate. The data were collected through classroom observations, in-depth interviews, and focus group discussions. The finding obtained that the frequency of the L1 was seemingly noticeable but not overused. Moreover, teachers used first language mostly for activity objective, translation, comprehension check, and activity instruction. The finding also revealed that the majority of the teachers decided to mix first language and target language with different proportions. Meanwhile, the others decided to use a small portion of target language. Only few teachers consistently tried to instruct mostly in target language. The finding implies the need for teachers to reduce the usage of first language (L1) during the teaching process to get maximal result.
Task-based Language Teaching to Develop Malay Language Speaking Skills of Primary 5 Singaporean Students Omar, Zainaba; Jamaludin, Norliza; Arshad, Mahzan
International Journal of Education Vol 14, No 1 (2021): February 2021
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.27140

Abstract

The purpose of this study is to examine the effectiveness of task-based language teaching approach for improving speaking skills, focusing on fluency, use of appropriate language structure and vocabulary for primary schools in Singapore. This study is also to find out whether the task-based language teaching model can increase students' motivation level, confidence, and ability to speak Malay. This quasi-experimental non-equivalent groups pre-post-tests design study was conducted in Singapore, involving primary 5 pupils from two different schools. The treatment group comprised of 30 students while 22 students were included in the control group. The treatment group used the task-based language teaching model and the control group used conventional approaches. The treatment and control groups underwent oral pre-test before task-based language teaching approach and conventional approaches, respectively. Five task-based language teaching lessons were carried out for five weeks before post-test was administered using pictures for the treatment group. The control group took the same post-test after the conventional approach. The treatment group also completed survey questions before and after task-based language teaching approach. Findings show that there were significant differences between the pre- and post-tests scores for fluency, vocabulary, and language among students in the treatment group. For the control group, there were no significant differences between pre- and post-test scores for fluency, vocabulary, and use of language. However, when the post-test scores of both groups were compared, the results show only significant differences for fluency but not for vocabulary and language. The descriptive results show improvement in motivation and confidence after using task-based language teaching approach. Based on the findings, the researchers recommend that task-based approach be given more attention in Malay Language classes though they also suggest that further research is needed to explore more in the effectiveness of task-based programs for other levels.
Curriculum Implementation Facilitating and Hindering Factors: The Philippines Context Palestina, Randy L; Pangan, Agripina D; Ancho, Inero V
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.25340

Abstract

This study focuses on the perceptions of Filipino teachers and school administrators of the different facilitating and hindering factors in curriculum implementations based on their practices and the challenges they have experienced. Using descriptive research employing quantitative design, 324 respondents were surveyed using self-made questionnaires anchored on Ecological System Theory (EST) by Bronfenbrenner (1979). The respondents from the grade school, junior high school, and senior high school expressed their agreement on the identified factors that facilitate and hinder curriculum implementation in the microsystem and chronosystem, while respondents from the college expressed their strong agreement on the two levels under the mesosystem and exosystem. At the macrosystem level, all of the respondents strongly agreed on all the items, but the highest level of agreement was evident with the respondents from the senior high school. A comparison of one-way ANOVA results revealed the respondents’ level of agreement on the facilitating and hindering factors of curriculum implementation based on the five levels of EST.  Scrutiny on the facilitating and hindering factors in the curriculum implementation processes provides a springboard for leaders in the education sector to align programs and policies anchored on experiences and practices in the classroom along with research-based inputs.
A Systematic Literature Review on the Effectiveness of Distance Learning: Problems, Opportunities, Challenges, and Predictions Kusmaryono, Imam; Jupriyanto, Jupriyanto; Kusumaningsih, Widya
International Journal of Education Vol 14, No 1 (2021): February 2021
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i1.29191

Abstract

Distance learning has increased in popularity during the COVID-19 pandemic as a new method for research and learning. However, the implementation of distance learning with management learning systems still faces a problem, namely the difficulty of understanding instructional objectives. Regardless of the pros and cons, the results of literature research suggest that distance education is as effective as face-to-face (traditional) learning in terms of student learning outcomes. The application of distance learning (online learning) has many opportunities to develop rapidly as most academic institutions shift to this model. Improving the quality of distance learning programs poses a real challenge in developing challenging content that does not only cover the curriculum but is also engaging. It is strongly predicted that the application of distance learning will not only be part of the normal learning process but will completely replace the current face-to-face conventional teaching and learning.
Mathematical Problem-Solving Behaviors of the Routine Solver Mairing, Jackson Pasini
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.23276

Abstract

The research refined the theories of students’ characteristics in solving mathematical problems and constructed a holistic understanding of their problem-solving behaviors. It aimed at describing the problem-solving behaviors of a routine problem solver. The routine bridged the gap between the expert and the novice. This research used a qualitative approach which was carried out in six stages. The research participant was Rina (female, pseudonym), one of the 11th-grade students from one of the high schools in Palangka Raya City, Central Kalimantan, Indonesia. The selection of the participant was based on certain criteria. The instruments were three mathematics problems and semi-structured interviews. The trustworthiness of the research was fulfilled through credibility, dependability, and transferability checking. The results showed that the routine could understand problems and was able to identify the known and the target. The routine only focused on developing a plan which was based on a lack of concepts, limited previous experiences, or limited strategies. Problem-solving behaviors of the routine were between the expert and the novice.
The Relationship Between Peer Social Support and Academic Resilience of Young Adult Migrant Students in Jakarta Putri, Wening Cahya; Nursanti, Ade
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.24547

Abstract

The more severe academic and psychosocial problems make young adult migrant students tend to have academic resilience to avoid psychological distress which could adversely affect their academic performance. One of the factors that help students to become resilient is protective factors, namely social support from the closest environment. Being away from family and relatives makes peers become the most intimate environment for young adult migrant students. Another consideration is that undergraduate young adult migrant students are at the stage of development where peers have a crucial role at this stage development. Based on this phenomenon, the present study is aimed to find out whether there is a correlation between peers’ social support and academic resilience among young adult migrant students. Social support itself is divided into two main categories: assistance related and non-assistance related. Participants in this study were 101, 17-25-year-old migrant students with at least 6-month experience studying in Jakarta and living without their parents. The research used a quantitative non-experimental method, employing the questionnaire of Social Provisions Scale and Academic Resilience Scale. The results of the correlation test (Spearman test) indicated that there was a significantly positive relationship between peer social support (assistance related r 0.472 (p = 0.00 0.05) and non-assistance related r 0.569 (p = 0.00 0.05)) and academic resilience among young adult migrant students. This result shows that that the higher the social support provided by peers, the higher the academic resilience of young adult migrant students will be. 

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